If students have poor decoding skills, text reading should be focused on high-frequency or predictable text.

Good readers may need less phonics instruction than poor readers or students at risk.

Students who can read decodable text with increasing accuracy and fluency can begin to employ comprehension strategies such as retelling and summarizing with teacher support.

A balanced program should have about the same amount of time devoted to phonics in kindergarten, first, and second grade.

Beginner text that uses rhyme and repetition of phrases to help students predict words from context is an important part of the phonics lesson.

Applying phonics in word reading requires both phonological and orthographic learning.

There is more to word recognition than phoneme-grapheme correspondence.

It's best not to complicate a phonics lesson by focusing on the words' meanings.

An effective word chain uses words that change only one sound at a time.

Word-reading practice should always emphasize the use of words in sentences and passages.

Additive sound-by-sound blending usually precedes whole word blending routines in the first stages of reading instruction.

Multiple-meaning activities are likely to enhance students' ability to remember words and retrieve them from memory more quickly.

In an open word sort, students are given the categories for sorting; in a closed word sort they must construct the categories themselves.